Abstract
<p>This article presents an action research on Lesotho educators’ enactment strategies of the French integrated curriculum content. Essentially, the aim of this article was to explore the concept of content in order to establish whether enactment strategies used by educators on content favour successful attainment of goals. Convenience sampling was used in selecting seven participants. Four methods of data generation, namely, one-on-one semi-structured interviews, document analysis, observations, and reflective activities, were used. Action research was effected in two phases: Phase One findings demonstrated educators’ dominant use of savoir (factual enactment strategies) at the expense of savoir-faire (social enactment strategies) and savoir-être (habitual enactment strategies). This seemed to present a hurdle, as content was not aligned with goals. Phase Two results, through the intervention of action research, saw educators maintaining a balance among savoir, savoir-faire and savoir-être, thereby aligning content with goals prescribed in the curriculum and therefore augmenting greatly the chances of attaining these goals. The article consequently recommends a revision of the policy, in which the use of the three propositions of content would be advocated to encourage teaching of schooled knowledge, context-dependent knowledge, as well as knowledge that is deemed essential by the educator as required by the prevailing context.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0620/a.php" alt="Hit counter" /></p>
Highlights
IntroductionOF THE FRENCH INTEGRATED CURRICULUM CONTENT prescribed curriculum (Modipane & Themane, 2014)
As the main aim of this study is to explore educators’ enactment strategies of the French integrated curriculum in relation to content, this summoned the use of a qualitative approach, which permits an in-depth exploration and understanding of a phenomenon (Seale, 1999)
Theme: Content and Enactment Strategies Phase 1: Symptomatic Phase In this phase, it became evident that some participants favoured savoir in their teaching of content
Summary
OF THE FRENCH INTEGRATED CURRICULUM CONTENT prescribed curriculum (Modipane & Themane, 2014) This assertion implies that educators should have necessary expertise to apply the presented curriculum in a ‘correct’ manner that allows for a smooth transition from the intended to the enacted stage. This obligation calls for various enactment strategies to be applied in view of manoeuvring through different practical scenarios, sometimes unfathomable, in order to relay content that is representative of the subject matter. It proved worthwhile to scrutinise the concept of content as prescribed at the macro level (policy) and at the supra level (French integrated curriculum) in order to establish whether strategies used by educators during the enactment process (micro) are favourable to the prescribed content for successfully attaining goals
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